The Influence of Emergency Remote Teaching on K-12 World Language Instruction
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| Title: | The Influence of Emergency Remote Teaching on K-12 World Language Instruction |
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| Language: | English |
| Authors: | Scott Kissau, Kristin Davin, Benjamin Ade-Thurow, Helga Haudeck, Laura Price |
| Source: | NECTFL Review. 2024 (92):129-149. |
| Availability: | Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Intended Audience: | Teachers; Administrators |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Distance Education, Second Language Learning, Second Language Instruction, Kindergarten, Elementary Secondary Education, Educational Change, COVID-19, Pandemics, Language Teachers, Teacher Attitudes, Cross Cultural Studies, Educational Practices, Foreign Countries, Best Practices |
| Geographic Terms: | Germany, United States |
| ISSN: | 2164-5965 |
| Abstract: | The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418130 |
| Database: | ERIC |
| Abstract: | The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools. |
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| ISSN: | 2164-5965 |
